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Explicit Versus Implicit Instruction: the Case of Request and Apology Speech Acts

Bana, Zahra | 2011

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 42304 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Salehi, Mohammad
  7. Abstract:
  8. The present study was conducted to examine the effect of explicit and implicit teaching of the speech acts of apologies and requests with 40 students. They were given a discourse completion test (DCT) which was designed by the researcher. The students came up with situations that embodied apologies and requests. After exemplar generation and likelihood investigation some 16 items were retained and used with students. The participants of the study consisted of two groups of implicit and explicit. The two groups were intact and randomization was not a possibility. The design was quasi-experimental. To investigate the relationship between grammatical competence and pragmatic competence, the students’ scores on the DCT and a midterm test were correlated. The correlation was expectedly negative. However in a multiple regression model with apology scores and request scores regressed on midterm scores, apology scores emerged as better predictors than request scores. Results showed that instruction was effective regardless of assignment of the students into the two groups. However, the explicit group, contrary to the expectations, was not necessarily superior to the implicit group. On the other hand the implicit group was slightly better than the explicit one. This might have been due to the preexisting differences between the two groups. In other words, the control group might have been at an advantage despite a homogeneity measure which was meant for the two groups to be on equal footing
  9. Keywords:
  10. Implicit Teaching ; Explicit Teaching ; Control Group ; Experimental Group ; Discourse Comprehension Test

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